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Still Social and Democratic?: Inclusive Education Policies in the Nordic Welfare States
Umeå University, Faculty of Teacher Education, Child and Youth Education, Special Education, and Counselling.
2006 (English)In: Scandinavian Journal of Educational Research, Vol. 50, no 3, 285-300 p.Article in journal (Refereed) Published
Abstract [en]

In this article, education policy is analysed from a welfare state perspective. The aim is to analyse the significance attributed to social-inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social-inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic-utilitarian functions of education and a weakening of central education governance.

Place, publisher, year, edition, pages
2006. Vol. 50, no 3, 285-300 p.
Keyword [en]
"Inclusion", "Education politics", "Nordic countries", "Welfare state"
URN: urn:nbn:se:umu:diva-17078DOI: doi:10.1080/00313830600743316OAI: diva2:156751
Available from: 2007-10-29 Created: 2007-10-29 Last updated: 2011-01-11Bibliographically approved

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